The Road to Proficiency

1
The Road to Proficiency

• Differentiation Training
• Northern Middle School
• SJ Heise, HSE
• July 13, 2004

2
Differentiation

• Although the destination is the same
  PROFICIENCY- one students road map is not the
  same as anothers.

3
Why do we need Differentiation?

• Teacher observations
• School Data-Gaps
• Scholastic Review
• Comprehensive School Improvement Plan

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Northern Middle School Road to Proficiency
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Key Concepts

• I.E.P. Accelerated
• Choices ALL Kids
• Varied Assessment Data Driven
• Achievement Gaps Learner Driven
• Performance Levels
• Instructional Strategies
• Flexible Grouping

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So what does Differentiation mean??

• Differentiation is
• a teaching method
• student-centered
• on-going assessment
• a blend of whole-class, group, and individual
  instruction
• flexible for the needs for all students

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Differentiation Elements

• Content what the student will learn
• Process what activities will provide the
  student the opportunity to make sense of the
  content
• Product how the student will demonstrate what
  is learned

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The Road to Proficiency

• Differentiation Training
• Northern Middle School
• SJ Heise, HSE D. Litteral, G/T J. Hensley,
  Spec.Ed
• October 15, 2003

9
Differentiation

• Although the destination is the same
  PROFICIENCY- one students road map is not the
  same as anothers.

10
How Can We Use Content to Differentiate
Instruction?

• Use pre-assessment data to tie teaching to
  existing teaching concepts for every student.
• Increase/Decrease the abstractness of the
  representative topic
• Change the content material to something more
  familiar/less familiar
• Change the material (i.e., within the discipline,
  across disciplines, time periods, people, or
  events)
• Offer the opportunity to explore an application,
  the methodology of a field, or the lives of
  contributor (s) in a field
• Provide background information about the content
  material.
• Break the content material into smaller parts
• Offer students the opportunity to explore related
  content .
• Provide more/fewer examples offer choice
• Identify and address students misconceptions

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Process Strategy - Grouping

• Avoid the one-size-fits-all model of curriculum
  and instruction
• Teach to small groups to address learners
  academic and cognitive differences
• Use a variety of factors to group students
• Locate contracts and centers to deliver and
  manage small group learning
• Develop in-class extensions around the interests
  of individuals and small groups of students
• Provide opportunities for students to work in
  small groups or individually to pursue their own
  questions
• Provide opportunities for students to present
  their work to small groups of peers
• Use the ESS program to address students
  interests and learning needs

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Products and Differentiation

• Spend only the time necessary to determine the
  extent of learning.
• Use daily formal or informal assessments
• Develop rubrics with a low baseline and high
  ceiling
• Link drafts, final products, learning
  opportunities, and reteaching
• Use a variety of product formats
• Encourage self-assessment
• Provide choice allow students to express
  themselves in their preferred expression format
  some of the time
• Keep selected proficient work to showcase as
  possibilities
• Provide time for students to share their work in
  large and small groups

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Products
Sculpture Set design Short story Silk
screening Simulation Skit Slide show Small-scale
model Social action plan Song Sonnet Stencil Summa
ry Survey Table Terrarium Textbook Timeline Theory
Think piece Topographical map TV documentary TV
newscast Video Video game Vocabulary list Weather
instrument/log Web Worksheet Wrapping paper design

• Advance organizer
• Advertisement
• Animation
• Annotated bibliography
• Argument
• Assignment
• Audiotape
• Biography
• Blueprint
• Board game
• Book jacket
• Bulletin board
• Bulleted list
• CD disc
• Calendar
• Campaign
• Card game
• Census
• Ceramics

Costume Critique Dance Debate Diagram Diary Dictio
nary Diorama Display Dramatic monologue Drawing Ec
onomic forecast Editorial Elegy Essay Etching Expe
riment Fable Fact file Fairy tale Family
tree Festival Filmstrip Glossary Graph Graphic
organizer Greeting card Haiku Hypercard
stack Hypothesis
Illustrated story Interview Invention Investment
portfolio Journal Landscape design Learning
profile Lecture Lesson Letter Limerick Line
drawing List Magazine article Map Maze Memoir Memo
ir Montage Movie Museum exhibit Musical
composition Newspaper Notes Observation log Oil
painting Oral history Oral report Outline Overhead
transparency
Pamphlet Pantomime Paragraph Pattern Photo
essay Photo journal Play Picture
dictionary Picture book Poem Portfolio Poster Pott
ery Powerpoint slides Prediction Protocol Proposal
Puppet Puppet show Questions Radio show Relief
map Reflection Reflective essay Research
report Rubbing Rule Science fiction
story Scrapbook
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Glossaryof Differentiation Strategies
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• When you come to the edge of all the light you
  have, and must take a step into the darkness of
  the unknown, either there will be something solid
  for you to stand on, or you will
• Patrick Overton

FLY